Mental Math Grade 6 Teacher's Guide

More documents

Recommendations

Info

$H:\DRAFTJUD\MCQUAID\Curran Briggs3.wpd - Government of ...$

736 – 301 = 848 – 207 = 927 – 605 = 632 – 208 = 741 – 306 = 758 – 205 = 928 – 210 = 847 – 412 = 746 – 304 = 9275 -8100 = 6350 – 4200 = 8461 - 4050 = 10 270 – 8100 = 15 100 – 3003 = 4129 – 2005 = 3477 – 1060 = 38 500 -10 400 = 137 400 – 6100 = Add your own practice items Mental Math – Grade 6 37
D. Mental Computation—Multiplication and Division • Multiplying and Dividing by 10,100, and 1000 Using a Place-Value-Change Strategy (Review) This strategy is first introduced in grade 4 for multiplication, and grade 5 for division. Students learn that all the place values of the number being multiplied increase one place when multiplying by 10, two places when multiplying by 100, and 3 places when multiplying by 1000. When dividing by these same numbers, all the place values of the dividend decrease in a similar manner. Using the “place-value-change strategy” will be more meaningful than the “attach-zeros strategy” when students are working with decimals and will more likely produce correct answers. Examples a) For 24 x 10, the 2 tens increases one place to 2 hundreds and the 4 ones increases one place to 4 tens; 240 b) For 36 x 100, the 3 tens increases two places to 3 thousands and the 6 ones increases two places to 6 hundreds; 3600. c) For 37 x 1000, the 3 tens will increase to 3 ten-thousands or 30 000, and the 7 tens will increase to 7 thousands. 30 000 plus 7000 is 37 000 d) For, 500 ÷ 10, think: “The 5 hundreds will decrease to 5 tens; therefore, the answer is 50.” e) For, 7500 ÷ 100, think, The 7 thousands will decrease to 7 tens and the 5 hundreds will decrease to 5 ones; therefore, the answer is 75.” f) For, 75 000 ÷ 1000; think, “The 7 ten thousands will decrease to 7 tens and the 5 thousands will decrease to 5 ones; therefore, the answer is 75. “ Practice Items 92 × 10 = 10 × 66 = 40 × 10 = 100 × 7 = 100 × 2 = 100 × 15 = 100 × 74 = 100 × 39 = 37 × 100 = 38 Mental Math – Grade 6
Page 2: Mental Math Fact Learning Mental Co
Page 5 and 6: Mental Computation - Multiplication
Page 7 and 8: • For numbers # 10 students can q
Page 9 and 10: Grade 4 Curriculum Outcomes Thinkin
Page 11 and 12: Definitions and Connections Fact le
Page 13 and 14: While learning addition, subtractio
Page 15 and 16: On the other hand, most students ca
Page 17 and 18: Struggling Students and Differentia
Page 19 and 20: Assessment Your assessment of menta
Page 24 and 25: A. Fact Learning - Addition, Subtra
Page 26 and 27: connection to 6 × 5 = 30 can be ma
Page 28 and 29: Facts With 2 (addition doubles) 2x1
Page 32 and 33: B. Mental Computation - Addition Yo
Page 34 and 35: 4.2 + 3.5 = 6.3 + 1.6 = 4.2 + 3.7 =
Page 36 and 37: 0.71 + 0.09 = 0.56 + 0.08 = 0.32 +
Page 38 and 39: • Up Through 10/100/1000 (Review)
Page 40 and 41: Adding or subtracting the same amou
Page 44 and 45: 10 × 10 = 55 × 100 = 100 × 83 =
Page 46 and 47: Examples a) For 3 ÷ 0.1, think,
Page 48 and 49: 7.9 × 6 = 3.7 × 4 = 52 × 0.4 = 8
Page 50 and 51: • Halving and Doubling (New) This
Page 52: • Partitioning the Dividend (New)
Page 57 and 58: In mathematics, it is essential tha
Page 59 and 60: 530 + 660 = 350 + 550 = 450 + 319 =
Page 61: Computational estimation is a menta
Page 65 and 66: Pre-Operation • Patterned Set Rec
Page 67 and 68: Division Facts With Dividends to 81
Page 69: mêáåíáåÖW=açÅìãÉåí=m

Mental Math Grade 6 Teacher's Guide

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?